Many teachers are inadvertently making life 'too easy' for autistic pupils by providing ear defenders and granting exemptions on school uniform, according to the head of the UK's only school for autistic girls. Sarah Wild, who leads Limpsfield Grange School in Oxted, Surrey, has called for a stronger emphasis on preparing these girls for adulthood, where accommodations are less common.
Criticism of lenient approaches
Ms Wild, who runs the state-funded special school for girls aged 11 to 16, argued that teachers are often overly lenient in allowing autistic children to skip classes or disregard uniform policies. She stressed that it is appropriate for pupils to occasionally feel 'uncomfortable' as part of their development.
The head teacher also spoke out against the widespread use of ear defenders, which are designed to protect children from triggering background noise. She noted a rise in this trend since the pandemic, observing that children arriving from primary school 'can do less and less of life'.
Preparing for real-world challenges
Ms Wild told the Sunday Times: 'We can't adapt the entire world to meet the needs of autistic people all the time, so at Limpsfield Grange we say to the girls: "When you are an adult, you are going to face challenges, and sometimes that's going to be hard. What we want for you is not to give up, or to feel like you can't cope every time that happens, because then you'll never try anything."'
This comes as ministers revealed in February that special needs spending will continue to rise over the next decade, despite reforms aimed at controlling costs. Labour's long-awaited schools white paper indicated that costs will keep increasing for several years before returning to current levels in 2035.
Reforms to SEND system
The reforms to the special educational needs and disabilities (SEND) system follow a surge in cases of conditions such as ADHD and autism, which nearly bankrupted councils. Since 2014, the number of children with Education, Health and Care Plans (EHCPs) has doubled. While 'raised awareness' of less severe cases is thought to be a factor, some experts suggest an 'over diagnosis' has occurred.
Under new plans, only the most severely affected pupils—such as those with blindness—will be entitled to an EHCP, while others will receive support at the school level.
Balancing accommodations and resilience
Ms Wild criticised certain adjustments made in mainstream schools, such as lax uniform policies, which she deemed unhelpful. Instead, she emphasised the importance of teaching autistic children how to handle unpredictable or uncomfortable situations, enabling them to develop coping strategies. She also warned that ear defenders can make individuals 'really vulnerable' by acting as a barrier to communication.
At Limpsfield, the use of ear defenders is personalised for each child, with no blanket policy. The school offers a bespoke curriculum called WACI—wellbeing, achievement, communication and independence—and is rated 'outstanding' by Ofsted, with both day and boarding options available.
Autism prevalence and gender differences
The prevalence of autism has increased over the past 30 years, with about four times as many boys diagnosed as girls. However, a study of over 2.5 million children found that while boys are more likely to be diagnosed in childhood, girls catch up during adolescence, with diagnostic rates levelling out by age 20. Experts describe the findings as 'timely' and 'important', supporting the view that autism is often undiagnosed in women.
To better accommodate autistic girls in mainstream schools, Ms Wild called for a shift in how success is measured, moving beyond a sole focus on academic achievement. She acknowledged that some 'reasonable adjustments' are important, such as allowing early access to the dinner hall to reduce sensory overload, but differentiated these from shielding a child from challenging subjects like maths.
Ms Wild, who has taught for 30 years and led Limpsfield for 14, believes that while accommodations are necessary, they must not prevent children from developing resilience for adult life.
